Abstract—The classroom response system (CRS) has gradually become a popular instructional technology in classrooms. This study aimed to integrate CRS into a teacher education course to investigate preservice teachers’ perceptions and their use behaviors. A total of 35 preservice teachers from a university in Southern Taiwan were recruited as the research participants of this study. Each participant used CRS throughout the semester in an educational theory course related to curriculum development and design. The research findings revealed that CRS use can increase learning motivation of preservice teachers in the teacher education course and enhance their willingness to utilize CRS in their future teaching. Furthermore, a significant positive correlation was found between the preservice teachers’ CRS behaviors and their course grades. The result indicated that CRS use enables a teacher to effectively determine student learning statuses, and thereby predict their learning outcomes.
Index Terms—Classroom response system, teacher education, instructional technology, learning effect.
Fu-Hsing Tsai is with the Teacher Education Center, National Chiayi University, 85, Wunlong Village, Minsyong Township, 62103 Chiayi County, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Fu-Hsing Tsai, "The Effects of Using the Classroom Response System in Teacher Education," International Journal of Information and Education Technology vol. 8, no. 4, pp. 254-258, 2018.